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Written Submissions
5.5 The Task Force issued letters in July 2014 to major VET providers including labour unions inviting views and suggestions on promoting VET in Hong Kong. A total of six written submissions were received.
Discussion Sessions with Secondary School Principals
5.6 In addition to the above, the Task Force met a total of 37 secondary school principals in early 2015 to listen to their views directly on how to better promote VET.
Findings from Public Engagement Activities
5.7 The following paragraphs summarise the quantitative and qualitative analysis of the findings from the above public engagement activities.
Awareness and Attitude
5.8 From the focus group interviews, VET was perceived by stakeholders in general as strongly associated with training of vocational skills, practical and specific for particular industries. Personal interests, academic results/ learning capability, future career prospects and teaching quality of VET programmes were the key consideration factors for deciding whether to pursue VET. While VET was perceived as less academically focused and more suitable for students who were not eligible for university education, the stakeholders considered that VET was effective in helping students with interests in particular industries to develop their career path. In fact, some parent respondents remarked that VET had boosted up the confidence level of their children and had a positive impact on their personal development. The parent respondents were supportive should their children were determined to pursue VET.
However, some of them were reluctant to encourage their children to pursue VET given the perception of VET leading to a lower qualification and lesser competitiveness in future career pursuit.
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5.9 Similar comments as those mentioned above were made during the roundtable discussions and in the written submissions received. In particular, stakeholders generally considered that there was a deep-rooted bias against VET being a second choice. Some opined that negative public attitude and perception had obscured the benefits of VET to young people.
5.10 In the discussion sessions targeting secondary school principals, respondents added that parents’ resistance against the vocational route was still one of the biggest barriers for students to pursue VET. The principals also reflected that VET was considered as specialised training for employment which might limit the whole-person development of a student. Separately, there were views that VET providers should strive to enhance the quality of their programmes and the teaching staff should strengthen support service to students.
5.11 According to the survey results, 72% parents of secondary school students and 82% secondary school teachers were aware of VET-related articulation and career options. However, it is worthy to note that only 51% of secondary school students were aware of such information.
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Chart 5.1 Awareness of VET-related articulation and career options by different stakeholders
82%
5%
13%
Secondary school teachers
Yes No Not sure
51%
16%
33%
Secondary school students
Yes No Not sure
72%
11% 17%
Parents of secondary school students
Yes No Not sure
Question: Are you aware of the opportunities for further studies and employment provided by the VET programmes in Hong Kong?
5.12 Despite being perceived as a second choice, 61% of secondary school students, 78% of their parents and 76% of VET students/graduates considered that VET had a fairly positive or very positive image in Hong Kong. However, only 37%
of secondary school teachers believed so. On the other hand, while only 21% of secondary school students, 9% of their parents and 17% of VET students/graduates considered that VET had a fairly negative or very negative image in Hong Kong, as many as 57% of secondary school teachers thought so. In spite of the above, only 4%
of secondary school teachers would not advise their students to pursue VET (versus 34% of secondary school students would not consider pursing VET programmes, and 28% of their parents would not advise their children to pursue the same).
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Table 5.1 Image of VET considered by different stakeholders
Career Development and Prospect
5.13 According to the survey results, when comparing with secondary school students and their parents, secondary school teachers and VET students/graduates were more optimistic about the employment opportunities and career prospect that VET could lead to. 57% of secondary school teachers and 69% of VET students/graduates (versus 34% of secondary school students and 41% of their parents) considered that it would be more likely for a VET graduate to find a job as compared with those completing general secondary and higher education.
Question: Overall speaking, do you think that VET has a very positive, fairly positive, fairly negative or very negative image in Hong Kong?
Very
Positive Fairly
Positive Fairly
Negative Very
Negative No Comment Secondary school
students 7% 54% 19% 2% 17%
Parents of
secondary school
students 19% 59% 9% 0% 13%
Secondary school
teachers 5% 32% 50% 7% 5%
VET students
/graduates 7% 69% 15% 2% 8%
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Table 5.2 Different stakeholders’ perception on career opportunities provided by VET
5.14 Regarding career prospect, while 82% of VET students/graduates and 70% of secondary school teachers believed that VET offered good career prospects, only 50% of secondary school students and 56% of their parents considered so.
Question: Do you think that people who completed VET are more likely or less likely to find a job than people who completed their general secondary or higher education?
More likely Less likely No
Difference No Comment Secondary school
students 34% 32% 19% 15%
Parents of
secondary school
students 41% 31% 20% 7%
Secondary school
teachers 57% 5% 20% 18%
VET students
/graduates 69% 6% 18% 7%
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Chart 5.2 Perception on career prospects provided by VET
5.15 Some stakeholders commented during roundtable discussions and in written submissions that the remuneration package, working conditions and social status of VET-related career were important factors for deciding whether to pursue the relevant VET programmes. Besides, some commented that the progression pathways of some VET-related career were unclear. Secondary school principals in the discussion sessions made similar comments. Many stakeholders considered that employers should devise comprehensive human resource strategy to attract and retain staff, covering the remuneration package, working conditions and progression pathways.
“VET offers good career prospects.”
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5.16 In relation to the salary earned by VET graduates, there were also some findings from the survey. 44% of secondary school students, 57% of their parents, 48% of secondary school teachers and 43% of VET students/graduates responded that they did not believe VET graduates could earn a salary comparable to that of a degree graduate in general.
Chart 5.3 Stakeholders’ views on salary earned by VET graduates when comparing to degree graduates in general
“VET graduates may earn as much as graduates of degree programmes.”
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Information Source
5.17 Some secondary school student respondents and parent respondents commented during the focus group interviews that most VET-related information was delivered by VET providers at present and they cast doubt on the creditability of such information. They considered that more public confidence could be instilled should the information be disseminated by the government. Overall, the respondents considered that recognition of VET qualifications by employers and the government was essential for wider acceptance of VET, alongside competitiveness of VET graduates in further studies and the job market.
5.18 Moreover, the teacher respondents from the focus group interviews considered that there was abundant information on the Internet about VET but the information was scattered and not organised, rendering any comparison difficult. The secondary school principals in the discussion sessions shared the same view and suggested developing an online databank setting out industry and career information.
The articulation pathways of VET for further studies and future career were also perceived as unclear to some secondary school students and their parents.
5.19 According to the results of the survey, 52% of secondary school students, 48% of their parents and 57% of VET students/graduates considered that secondary school students had obtained sufficient advice on VET opportunities from their teachers/guidance counsellors. However, an equal percentage of secondary school teachers (both 41%) agreed and disagreed to this statement.
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Chart 5.4 Stakeholders’ views on VET information obtained from teachers/guidance counsellors
5.20 As regards the source of information for planning or recommending articulation pathways after secondary schools, the following table sets out the top three sources for different groups of stakeholders.
48%
31%
20%
Parents of secondary school students
Agree Disagree Don't know
“Secondary school students receive sufficient advice on VET opportunities from their teachers/guidance counsellors.”
teachers/career masters.”
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Table 5.3 Source of information on articulation pathways
Promotion of VET
5.21 From the focus group interviews, stakeholders in general looked for a clear positioning and definition of VET. Some secondary school student respondents and parent respondents considered that the word “training” implied a lower qualification. A more professional image of VET and the relevant providers should be established and the perception that VET was more for students not eligible for university education should be changed. Instead, VET should be emphasised as a valued choice for students based on their interest and preference. Some also considered it necessary to uplift the professional image of VET-related industries and suggested further promotion of QF to support the professional recognition of VET qualifications.
Question: Which of the following sources of information, if any, have you used or are you using to plan your/ to advise your children on/ to advise your students on educational path after leaving secondary school?
Secondary school students
Parents of secondary school
students
Secondary school
teachers VET students/
graduates
Top 1 (%)
Internet and online social
networks (70%)
Exhibitions / education fairs
(54%)
Internet and online social
networks (88%)
Internet and online social
networks (68%)
Top 2 (%)
School (Teachers / guidance counsellors)
(67%)
Newspapers;
School (50%)
Events;
Exhibitions / education fairs
(75%)
Friends/
schoolmates (55%)
Top 3
(%) Television (44%)
Internet and online social
networks (39%)
Newspapers (68%)
School (Teachers / guidance counsellors)
(53%)
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5.22 Overall, stakeholders considered that VET should be promoted by the government to enhance credibility, ensure impartial and standardised information be disseminated and demonstrate recognition by the government. The promotion should also come with practical information such as campus life of VET students and their learning mode, future prospects of graduates and employment situation. Direct communication with VET teachers and students was preferred by secondary school students. Parents’ education of the values of VET with the provision of more information was equally important.
5.23 Similar comments were made during the roundtable discussions, the discussion sessions with the secondary school principals and in the written submissions received. In addition, stakeholders in general considered that the promotion of VET should bring out the professional image of related industries as well as the progression pathways they might provide. Some suggested involving industry role models in launching an image-enhancing project through TV programmes, Announcement in Public Interest (“API”) and online platforms, etc. These success stories could uncover various articulation options to parents and promote the message of “Every Trade has its Master (行行出專才)”.
5.24 It was also gathered from the roundtable discussions and in the written submissions received that major international events such as WorldSkills Competition and Youth Skills Competition showcasing students’ achievement in VET and students’
learning outcomes in simulated environment were particularly useful and effective to inspire the interest of students in pursuing a vocational route in their education.
5.25 As for promotion to parents specifically, some suggested providing more talks and online discussion forum. For teachers, more sharing sessions and visits to the campus of VET providers might be arranged. VET sessions should also be provided to prospective teachers pursuing teacher education at local tertiary institutions.
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5.26 The results of the survey have identified some effective means to promote VET. In particular, it is worthy to note that 48% of secondary school students and 54% of VET students/graduates considered that provision of allowance/study subsidy from the government/industries is one of the most effective means to promote VET;
42% secondary school students, 41% of their parents and 59% school teachers considered more talks / exhibitions on VET programmes as an effective promotion means of VET, while about 40% secondary school students would look for more support from teachers and guidance counsellors for VET and related career information. The most important promotion means perceived by different stakeholders are set out in the following table.
Table 5.4 Effective means to promote VET
Question: What can be done to better promote VET in Hong Kong?
Secondary school students
Parents of secondary school
students
Secondary school
teachers VET students/
graduates Top 1
(%) • Better facilities and more resources;
• Allowances/study and subsidy provided by government/
industries (48%)
• Better facilities and more resources (56%)
• More support for secondary school students from teachers/guidance counsellors;
• Closer alignment with the industries;
• More industry attachments/
internship opportunities for VET students; and
• More job opportunities for VET graduates (71%)
• Allowances/study subsidy provided by government/
industries; and
• More industry attachments/
internship opportunities for VET students (54%)
Top 2
(%) • More
talks/exhibitions on VET
programmes (42%)
• Closer alignment with the industries (50%)
• Parent education so that they would support their children to pursue VET (64%)
More job opportunities for VET graduates (53%)
Top 3
(%) • More support for secondary school students from teachers/guidance counsellors (40%)
• Better
opportunities for articulation to degree level education (46%)
• More information
about VET (63%) • Better facilities and more resources (37%)
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Career and Life Planning
5.27 The results of the survey reflected that secondary school teachers, alongside parents/family members and friends/schoolmates, are a major source of advice for secondary school students on articulation pathways after school. On this, 75% of secondary school students have obtained advice from their teachers on articulation pathways after leaving secondary schools.
Chart 5.5 Source of advice on articulation pathways
5.28 From the focus group interviews, some stakeholders considered that it was important to stimulate the students’ career aspiration since junior secondary level with actual workplace experience, taster programmes, etc., and the VET pathways should be included in the career and life planning education in secondary schools. This was echoed by opinions gathered from the roundtable discussions and in the written submissions received that consideration might be given to arranging more taster or internship programmes for secondary school students so that they could have a better idea about the work nature of different career which in turn would facilitate their career and life planning. Individual stakeholder even suggested a mandatory VET session for all secondary school students.
Questions: Did any of the following people offer advice to you on planning your educational path after leaving secondary school?
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5.29 During the discussion sessions targeting secondary school principals, there were comments that in view of the diverse interest and career aspiration of students, the provision of individual and customised counselling was necessary. A whole school approach involving all teaching staff in career and life planning education was thus recommended such that students could have more access to quality career advice from the teachers who had frequent contact with them. In particular, all teachers/career masters should be educated about the value of VET, which allowed them to better communicate the relevant information to students. Furthermore, more promotion should be conducted for BSPP and more work experience opportunities be provided by NGOs and business sectors for secondary students.
5.30 From the roundtable discussions and in written submissions received, some stakeholders emphasised the need to provide adequate VET-related information to teachers as well as prospective teachers through different means to ensure that they understood the local VET system and were able to advise different articulation options for their students. Some also suggested the provision of aptitude tests for secondary school students with follow up guidance for better career and life planning.
Government and Industry Support
5.31 As mentioned under paragraph 5.22 above, there were views from the focus group interviews that VET should be promoted by the government instead of individual VET providers in order to enhance credibility, ensure impartial and standardised information be disseminated and demonstrate recognition by the government. From the roundtable discussions with different stakeholders, discussion sessions with secondary school principals and in written submissions received, some stakeholders opined that both the support from the government and industries were essential to the promotion of VET. On government support, the suggestions included –
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It was advisable to provide incentives to encourage students to pursue VET;
The Pilot Scheme launched by VTC with the support from the government and industries starting from the 2014/15 academic year was commendable and should be continued;
More University Grants Committee-funded undergraduate senior year places should be provided for the articulation of higher diploma graduates; and
Campus facilities were not only critical to effective teaching and learning, but also represented the quality, status and image of the education and training being provided. The students and their parents would be more convinced of the value of VET if the campuses and facilities concerned were prestigious and modern.
Consideration should be given to the development of modern and iconic campuses for VET in Hong Kong.
5.32 As for industry support, the suggestions included –
There were a number of ways that stakeholders in industries could make useful contribution to VET development, including specifying competency requirement in the workplace, providing input to curriculum development of VET programmes, offering more opportunities for internships and employment, etc.;
Industries should play an important role in the promotional campaign for VET in the provision of information related to the latest developments of the industries concerned; and
Industry sectors should devise comprehensive human resource strategy to attract and retain staff, covering the remuneration package, working conditions and progression pathways.
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Issues/Problems Identified
6.1 According to the findings from the public engagement activities, a number of major issues/problems were identified. They are set out in the ensuing paragraphs.
Definition of VET
6.2 At present, there is no clear definition of VET under the relevant government policy in Hong Kong. The common perception among some stakeholders such as students, parents and teachers is that VET refers to vocationally-oriented programmes with the education and training of practical skills specific for certain industries. Besides, VET is commonly perceived as education and training leading to relatively lower qualifications at or below sub-degree level, for instance, higher diploma programmes21, apprenticeship programmes and some diploma/certificate programmes with a high percentage of the curriculum consisting of specialised contents (e.g. learning related to disciplines, professions and vocational skills), etc.
However, in fact, some degree level programmes in the higher education sector are also vocationally or professionally-oriented, for example, those in the disciplines of nursing, engineering, etc.
6.3 Some people may also have the traditional perception that VET leads to
“blue collar” work in productive enterprises, while non-VET leads to “white collar”
employment in offices. However, in the present Information Age, both the nature of work and preparation for work have undergone significant changes. It would no longer be possible to clearly classify many industries as “white collar” or “blue collar”.
6.4 In considering a definition for VET, reference could be made to German and Swiss vocational education systems. In Germany, VET covers a wide range of disciplines, from office clerk to mechatronics or biology technician to process engineer.
In Switzerland, the terms VET and professional education and training (“PET”) are
21 In higher diploma (“HD”) programmes, at least 60% of the curriculum consists of specialised content in specific disciplines, professions or vocational skills. On the other hand, in associate degree programmes, at least 60% of curriculum consists of generic contents (e.g. language, information technology, general education, etc).